I the EFFECT of 1 HOUR EXPOSURE to LISTENING

THE EFFECT OF 1 HOUR EXPOSURE TO LISTENING PODCAST ON VOCABULARY SIZE IN SECOND SEMESTER OF ENGLISH STUDY PROGRAM IAIN PALANGKA RAYA

THESIS

BY SITI HARYANNITA NIM 1201120802

STATE ISLAMIC INSTITUTE OF PALANGKA RAYA FACULTY OF TEACHER TRAINING AND EDUCATION DEPARTMENT OF LANGUAGE EDUCATION STUDY PROGRAM OF ENGLISH EDUCATION 1441 H/2019 M

THE EFFECT OF 1 HOUR EXPOSURE TO LISTENING PODCAST AND READING TEXT ON VOCABULARY SIZE OF L2 LEARNERS IN SECOND SEMESTER OF ENGLISH STUDY PROGRAM IAIN PALANGKA RAYA

THESIS

Presented to State Islamic Institute of Palangka Raya in Partial Fulfillment of the Requirements for the Degree of Sarjana in English Language Education

BY SITI HARYANNITA NIM 1201120802

STATE ISLAMIC INSTITUTE OF PALANGKA RAYA FACULTY OF TEACHER TRAINING AND EDUCATION DEPARTMENT OF LANGUAGE EDUCATION STUDY PROGRAM OF ENGLISH EDUCATION 1441 H/2019 M

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MOTTO AND DEDICATION

“[Mention] when the youths retreated to the cave and said, “Our Lord, grant us from Yourself mercy and prepare for us from our affair right guidance” (Q.S. Al-Kahf: 10)

This Thesis is dedicated to:

First of all, thanks to Allah that give me chance to finish

this study. My beloved father M. Said Nawir and mother

Siti Rahmah for their support and prayer. My beloved

brother Saiful Rahman that always support me. All of my

friends, especially my best friend Siti Hayyu Nur Afifah,

Sulistyaningsih, Siti Sofiah, Siti Mushbihah, Siti Rudhah,

Rini Aprianti, Wahyu Aria Suciani, Dian Yuni Mayesti Siti

Urfa, Hifzahtul Radiah, Ummu Qulsum, Alun Fitrianingsih,

Isnawati, Haryani Putriana, and Mauludin. Thank you so

much for all your support.

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ABSTRACT

Haryannita, Siti. 2019. The Effect Of 1 Hour Exposure To Listening Podcast On Vocabulary Size In Second Semester Of English Study Program Iain Palangka Raya. Thesis, Department of Language Education, Faculty of Teacher Training and Education, State Islamic Institute of Palangka Raya. Advisor: (I) Santi Erliana, M. Pd., (II) Ahkmad Ali Mirza, M. Pd.

Key Words: Effect, 1 Hhour, Exposure, Listening Podcast, Vocabulary Size.

This research aims to measure the effect of 1 hour exposure to listening podcast on vocabulary size by the second semester students of IAIN Palangka Raya. The type of study was quasi-experimental especially non-randomized control group, pre-test post-test design and it was used quantitative approach in finding out the answer of the problem of the study, the data collecting technique used test. The Population of the research is all second semester students. There were two classes of study namely C class as experiment group and A class as control group with the total number student which C class the total student are 20 and A class the total student are 24. The sample of study is determined using cluster sampling technique. Then the researcher used Paired Simple T Test to analyze the data test and the result showed that there was significant differences of the effect of 1 hour exposure to listening podcast on vocabulary size with tvalue was lower than ttable ((0,000<0,05)). It meant that with 1 hour exposure to listening podcast was effective toward the students‟ vocabulary size of the second semester students at the English Study Program at IAIN Palangka Raya. This study has the limited time, so for the future researcher should be conduct the longer time in their research, because in the term of 1 hour exposure to listening podcast on vocabulary size, the process is the important one.

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ABSTRAK Haryannita, Siti. 2019. Pengaruh Dari 1 Jam Paparan Mendengarkan Podcast Pada Ukuran Kosakata Di Iain Palangka Raya. Skripsi, Jurusan Pendidikan Bahasa, Fakultas Tarbiyah dan Ilmu Keguruan, Institut Agama Islam Negeri Palangka Raya. Pembimbing: (I) Santi Erliana, M. Pd., (II) Ahkmad Ali Mirza, M. Pd.

Kata Kunci: Pengaruh, 1 Jam, Paparan, Mendengarkan Podcast, Ukuran Kosakata

Penelitian ini bertujuan untuk mengukur pengaruh dari 1 jam pemaparan mendengarkan podcast pada ukuran kosakata di IAIN Palangka Raya. Penelitian ini menggunakan Eksperimen-kuasi, bentuk pre-test dan posttest. Penulis menggunakan pendekatan Kuantitatif. Teknik pengumpulan data menggunakan test. Populasi dalam penelitian ini adalah semua mahasiswa semester 2 di IAIN Palangka Raya. Ada dua kelas sebagai sampel yaitu kelas C sebagai kelas Eksperimen dengan jumlah siswa 20 orang dan kelas A sebagai kelas Kontrol dengan jumlah siswa 24 orang. Sample penelitian menggunakan teknik kluster sampel. Kemudian peneliti menggunakan Paired Simple T Test untuk menganalisis data uji dan hasilnya menunjukkan bahwa ada perbedaan yang signifikan dari pengaruh paparan 1 jam untuk mendengarkan podcast pada ukuran kosakata dengan nilai tvalue lebih rendah dari ttable ((0,000 <0, 05)). Ini berarti bahwa dengan 1 jam mendengarkan podcast efektif terhadap ukuran kosakata siswa pembelajar bahasa kedua dari mahasiswa semester dua di Program Studi Bahasa Inggris di IAIN Palangka Raya. Penelitian ini memiliki waktu yang sangat singkat, jadi untuk peneliti selanjutnya seharusnya menyediakan waktu yang lebih lama untuk penelitian mereka, karena dalam 1 jam pemaparan mendengarkan podcast pada ukuran kosakata, proses adalah yang paling penting.

ACKNOWLEDGMENTS First of all, the researcher wishes to express her particular thanks to Allah SWT. In this right chance, the researcher would like to give greatest thanks to: 1. Dr. H. Khairil Anwar, M.Ag., as a Rector of State Islamic Institute of Palangka Raya for his direction and permission of conducting this thesis. 2. Dr. Hj. Rodhatul Jennah, M. Pd., as the Dean of the Faculty of Tarbiyah and Teacher Training the State Islamic Institute of Palangka Raya (IAIN), for his direction and encouragement. 3. Dr. Hj. Rodhatul Jennah, M. Pd, as the Vice Dean I of Faculty of Teacher Training Education of the State Islamic Institute of Palangka Raya, for her agreement so that the writer can complete the requirements of writing this thesis. 4. Santi Erliana, M.Pd, as the Chair of Department of Language Education, for her agreement so that the writer can complete the requirements of writing this thesis. 5. M. Zaini Miftah, M.Pd, as the chief of English Education Study Program, for his permission so that the writer can complete the requirements of writing this thesis. 6. Santi Erliana, M.Pd, as the first advisor, for her advice, suggestions, motivation, and encouragement in conducting research and compiling this thesis. 7. Akhmad Ali Mirza, M.Pd, as the second advisor for his advice, suggestions, motivation, and encouragement in conducting and compiling this thesis. 8. Last, all of my friends of English Department Students in academic year of 2012/ 2013 who always share, support, and help in conducting research and also the third semester students.

Greatest thanks are also addressed to my parents who always pray, support, suggestions, and their affections sincerely to the researcher‟s effort in accomplishing this study.

The researcher realizes that the study is still far from the perfectness, therefore some constructive critical and suggestions are welcomed. Finally, may Allah always blesses us.

Palangka Raya, May, 2019 The Researcher,

SITI HARYANNITA SRN.1201120802

TABLE OF CONTENTS

COVER ...... i COVER (Second Page) ...... ii ADVISOR APPROVAL ...... iii THESIS APPROVAL ...... iv MOTTO AND DEDICATION ...... v DECLARATION OF AUTHORSHIP ...... vi ABSTRACT ...... vii ABSTRAK (Indonesia) ...... viii ACKNOWLEDGEMENTS ...... ix TABLE OF CONTENTS ...... x LIST OF TABLES ...... xi LIST OF FIGURES ...... xiv LIST OF APPENDICES ...... xv LIST OF ABBREVIATIONS ...... xvi ...... Page CHAPTER I: INTRODUCTION A. Background of Study ...... 1 B. Problems of Study ...... 5 C. Objectives of the Study ...... 5 D. Scope and Limitation of the Study ...... 5 E. Significance of the Study ...... 5 F. Definition of Key Terms ...... 6

CHAPTER II: REVIEW OF RELATED LITERATURE A. Previous Studies ...... 8 B. Listening...... 12 1. Definition of Listening ...... 12 2. Process of Listening ...... 13 3. Listening Problem ...... 16 C. Podcast ...... 19 1. Definition of Podcast ...... 19 2. The Benefit of Podcast ...... 21 3. Podcast in Education ...... 21 4. English Language Teaching Podcast ...... 25 5. Principles in Teaching Listening Using Podcast ...... 28 D. Vocabulary ...... 30 1. Nature Of Vocabulary ...... 30 2. Types Of Vocabulary ...... 31 3. Teaching English Vocabulary ...... 34 4. The Principles Of Teaching Vocabulary ...... 34

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5. Vocabulary Size ...... 35 6. Vocabulary Of Foreign Language Learners ...... 36 7. Vocabulary Assessment ...... 37

CHAPTER III: RESEARCH METHOD A. Research Design ...... 40 B. Population and Sample...... 42 1. Population ...... 42 2. Sample ...... 43 C. Research Instruments ...... 44 1. Research Instruments ...... 44 a. Test ...... 44 2. Research Instruments Try Out ...... 45 D. Data Collection Procedure ...... 45 E. Data Analysis Procedure ...... 46

CHAPTER IV: FINDINGS AND DISCUSSION A. Description Of The Data ...... 50 B. The Result Of Data Analysis ...... 51 C. Discussion ...... 68 CHAPTER V: CLOSING AND SUGGESTION A. Closing ...... 71 B. Suggestion ...... 71

REFERENCES APPENDICES

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LIST OF TABLE

Table 2.1 Table of English Vocabulary Size Of Foreign Language ...... 36 Table 2.2 Vocabulary Size Of Foreign Learners ...... 37 Table 3.1 The Description Of Quasi Experiment Design ...... 42 Table 3.2 Number Of Population ...... 43 Table 3.3 Number Of Sample ...... 44 Table 4.1 The Result Of Pretest and Posttest Scores ...... 50 Table 4.2 Pretest Score Of Experiment and Control Class ...... 52 Table 4.3 The Frequency Distribution Of Pretest Score Of Experiment Class .. 53 Table 4.4 The Frequency Distribution Of Pretest Score Of Control Class ...... 55 Table 4.5 Post-test Score Of Experiment and Control Class ...... 56 Table 4.6 The Frequency Distribution Of Posttest Score Of Experiment Class 57 Table 4.7 The Frequency Distribution Of Posttest Score Of Control Class ...... 59 Table of Testing Normality ...... 60 Table of Testing Homogenity of Experiment Group ...... 61 Table of Testing Linearity of Experiment Group ...... 62 Table of Testing Homogenity of Control Group...... 63 Table of Testing Linearity of Control Group ...... 64 Table of Paired Sample T Test of Experiment Group...... 66 Table of Paired Sample T Test of Control Group ...... 67

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CAPTER 1

INTRODUCTION

This chapter covers the background of the study, research problem, the

objective of study, the hypothesis of the study, variable of study, the scope and

limitation of the study, the significances of the study, and definition of key terms.

A. Background of the study

The rapid development of technology has touched almost all

aspects of life such as education. “It is almost impossible to think of

education without also thinking about the many different kinds of

technology used to support education” (Spector, 2012). Learner's

acceptance as a receiver of knowledge which is assisted by technology can

contribute to usage of specific technology as main or supplementary tool

in educational. In contrast, absence of learner's adoption can present a

barrier on motivation and engagement to technology (Ajjan & Hartshorne,

2008). (Maryam Farahmand Khanghah, 2015: 51).

Innovation and progress is evident in most fields of education, and

the field of Second Language learning is no exception. Many changes and

developments have taken place in the way second language is presented

and learned. Today, technology and computer assisted methods are used to

ease and enhance the language learning process. As the current research

reveals podcasting has become a trend in many university lectures all over

the world. In the field of second language learning, its use has been on the

rise since 2005 (Khedidja Kaouter, Amal Mechraoui, Shazmin

Mechraoui, Rafeeq, 2015:7).

Podcasts are usually in the form of audio or video files, and considered of importance in improving learners‟ listening skills.

According to Bolliger, Suparakorm and Boggs (2010), “Podcasts are recoded audio files that can be integrated in educational and training settings in order to deliver personalized content to learners in a specific course during a given semester.” [1] They further added that “These audio files are made available online so that students may download and listen to them in order to review instructional materials (e.g., lectures) outside of class at a time and place convenient to them.”[1] Therefore, podcasts give the learners the choice to listen to the lecturer or the recorded material as many times as they see fit. (Khedidja Kaouter, Amal Mechraoui, Shazmin

Mechraoui, Rafeeq, 2015:7).

In recent years, Internet audio has greatly increased in popularity

(McCarty, 2005). One recent example of Internet audio, a podcast, is an audio file that anyone can create using a computer, microphone, and a software program. Once posted to the web, podcasts can be accessed, downloaded and played to a computer or MP3 player (Lara Ducate and

Lara Lumicka, 2009:68).

or, if students or teachers are absent, a podcast can serve to distribute the missed information (Tavales & Skevoulis, 2006). Podcasting can empower students by giving them opportunities to create and publish for a real audience (Stanley, 2006) and facilitate recording and distributing news broadcasts, developing brochures, creating or listening to teachers‟ notes, recording lectures distributed directly to students‟ MP3 players, recording meeting and conference notes, supporting student projects and interviews, and providing oral history archiving and on-demand distribution (Meng,

2005) (Lara Ducate and Lara Lumicka, 2009:68).

Vocabulary knowledge is essential when using a foreign language, since one is unable to communicate without words. Learners are usually aware of the importance of words in a language and they also usually realized the fact that learning strategies can help them in their vocabulary learning. Learner autonomy can be enhanced by introducing the learner to different vocabulary learning strategies which can be used in developing the learning process (Marika Marttinen, 2008:5).

Additionally Krashen states that „‟vocabulary is a basic in communication; it is also very important for the acquisition process of the target language proficiency (Stephen Krashen, D, and T. D Terrel,

199:232).

Schmitt states that vocabulary is a basis of a language. It is important to be mastered first. We cannot speak well and understand

written materials if we do not master vocabulary (Tri Haryiati Aziza,

Journal 2012).

Listening strategy is an important subject, which is playing an important part in improving academic listening skills (Hangyu Li and

Shinobu Hasegawa, 2014:2). Listening is a language modality. It is one of the four skills of a language i.e. listening, speaking, reading and writing. It involves an active involvement of an individual. Listening involves a sender, a message and a receiver. It is the psychological process of receiving, attending to constructing meaning from and responding to spoken and/or non-verbal messages (Babyta Tyagi, 2013:1).

The reason above motivated the researcher to take one of the media to be use as media in vocabulary acquisition of the students, namely

Podcast. The researcher wants to know how the effect of listening to podcast in vocabulary size of the students. Thus, based on the assumptions above, it motivate the researcher to conduct the research entitled:

“THE EFFECT OF 1 HOUR EXPOSURE TO LISTENING

PODCAST ON VOCABULARY SIZE IN SECOND SEMESTER OF

ENGLISH STUDY PROGRAM IAIN PALANGKA RAYA”

B. Research Problem

Is there any significant effect of 1 hour exposure to listening

podcast on vocabulary size in second semester of english study program

IAIN Palangka Raya?

C. Objective of the Study

To find out whether or not there is significant effect of 1 hour

exposure to listening podcast on vocabulary size in second semester of

English study program IAIN Palangka Raya.

D. Scope and Limitations

The study focuses on investigating the vocabulary size through

listening podcast and reading text. Specifically, to find out the significant

effect of 1 hour exposure to listening podcast on vocabulary size in second

semester of English study program IAIN Palangka Raya.

E. Significance of the Study

The study has two significances namely theoretical significance

and practical significance. Theoretical significance of this study especially

for the researcher is to provide more evidence and clarity of the effect of 1

hour exposure to listening podcast on vocabulary size.

Practical significance of this study is the result of this study can

give contribution to the teachers or lecturers, students and future

researchers in learning. In order to convince the lecturers and students

which vocabulary can acquire by listening podcast. So, teachers or

lecturers can apply in a listening classroom or outside particularly for

pupils as a medium for vocabulary size. The last, for the future

researchers, this study can give profit to investigating vocabulary size in

listening with different method or approach.

F. Definition of Key Terms

1. Effect

Effect refers to a measure of one variable effect (independent

variable) on another variable (dependent variable) or simply it can be said

that the cause variable produces a change in the effect variable (Jack

Richard and Richard Schmidt, 2002:175).

2. 1 Hour

Hour is a period of about an hour. Having particular characteristics

or set aside (A S Hornby, 1995:577).

3. Exposure

Exposure is the action of exposing sth or the state of being expose

(A S Hornby, 1995:407).

4. Listening

Listening skill is the ability to identify and understand what others

are saying this involves understanding a speakers‟ accent or

pronounciation (Thomas Kral, 1993:189).

5. Podcasts

Podcasts are usually in the form of audio or video files, and

considered of importance in improving learners‟ listening skills.

According to Bolliger, Suparakorm and Boggs (2010), “Podcasts are

recoded audio files that can be integrated in educational and training

settings in order to deliver personalized content to learners in a specific

course during a given semester (Khedidja Kaouter, Amal Mechraoui,

Shazmin Mechraoui, Rafeeq, 2015:7).

6. Vocabulary Size

“Vocabulary size is often called the breadth of vocabulary

knowledge, which Anderson and Free body define as “the number of

words for which the person knows at least some the significant aspects of

meaning”. One of the preliminary issues regarding vocabulary size

research is the definition of „word‟ itself (Baumann, Kame‟enui, and Ash

754)” (Yudica Putra, 2009:18).

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter provides to review some related studies, listening

(definition of listening, process of listening, and listening problem),

podcast (definition of podcast, the benefit of podcast, podcast in education,

advantages and disadvantages of using podcast, and principles in teaching

listening using podcast), vocabulary ( the nature of vocabulary and

assessing vocabulary).

A. Related Study

In order to provide stronger foundation of the research, the related

studies are presented as follows:

First of all, Khedidja Kaouter (2015) study entitled, „‟The Effect of

Listening to Podcasts on Incidental Vocabulary Acquisition‟‟ The current

study compared between listening to podcasts and the traditional

classroom listening method and the effect these two modes have on

incidental vocabulary acquisition. To this aim, a pretest and posttest

experimental design was adopted. 34 Thai students from the Department

of Nursing enrolled at the Centre of Foundation Studies Summer

Program, at the International Islamic University Malaysia. The

students were randomly assigned to two groups; 17 in the experimental

group (listening to podcasts) and 17 in the control group (traditional

classroom listening method). The data obtained was analyzed using SPSS

package (T-test analysis), and it revealed that both the experimental

and control group showed significant incidental vocabulary gains.

However, the experimental group demonstrated higher progress in comparison to the traditional classroom listening method group.

Therefore, Learners should be given the opportunity to use technology to enhance their language learning as it has proved to give them better results.

Second, the study was done by Md. Masudul Hasan & Tan Bee

Hoon (2013) with the title, “Podcast Application in Language Learning: A

Review of Recent Studies” many dynamic approaches have emerged due to computer technology in facilitating language learning skills. Podcasting is one such novel tool being exploited by teachers to deliver educational content and to encourage learning outside the classroom. Research on podcasting pedagogy suggests that podcasting greatly helps learners develop various skills of English Language. The study reviewed twenty journal articles to determine the effect the podcast on ESL students‟ language skills and attitude levels. It was find that podcast greatly support learning not just in speaking and listening but also in other language skills and areas such as grammar, pronunciation, and vocabulary.

Third, the study from Zeynel Cebeci and Mehmet Tekdal (2006) with the title, “Using Podcasts as Audio Learning Objects” Podcasting is an audio content syndication through RSS feeds in the audio blogs. As a new application of audio blogging, podcasting uses the enclosures in RSS feeds for syndication and distribution of audio content to mobile music

players on the Web. Despite the advantages of podcasting, there is a need for research that focus on the use of podcasts as learning objects.

Incorporating podcasts into e-learning systems require some design and translation work to achieve the pedagogical needs. This paper presents an introductory investigation on approaches to tailor and use audio podcasts as learning objects in learning management systems and learning object repositories.

Fourth, the study from Najmeh Farshi and Zainab Mohammadi

(2013) with the title, “Use of Podcast in Effective Teaching Vocabulary:

Learners‟ Attitudes, Motivations, and Limitations” Whether e-learning in the form of podcasting helps learners with their attitudes and motivations toward learning English vocabulary is investigated in this article. It also gives voice to them and investigates whether they address limitations in podcasts' access on the net. In our study, a group of 30 university students who were not very familiar with English vocabularies and were estimated as intermediate level English students received some video podcasts through e-mail. After a week a five-point Likert scale questionnaire also was sent to each or was given to them in paper, asking them some questions about their experience. The data were analyzed using SPSS. The findings suggested that learners had very positive attitude toward podcasts and had very high motivation to continue learning English vocabularies with the help of podcasts. Learners also pointed to difficult access, low internet speed and filtering as the limitations.

The last one, the study from Dr. Seema Zain and Farha Hashmi

(2013) with the title, “Advantages of Podcast in English Language

Classroom” The modern era has unleashed the new ways of learning.

English a global language is no more learnt in traditional classroom but in a web-based environment that ensures feasible and fastest learning amongst the learners. The modern learning setting in the ELT classroom offers such opportunities and ensures the best level of listening skills, speaking skills and presentation skills among the learners. The practicability of new techniques boosts the idea to broaden the possibility of faster learning and provides the constructive and virtual material to the learners in a virtual environment. he present paper, in particular, touches these aspects of the modern approach of teaching English as a second language and discusses the multifarious advantages of the ELT podcasts, the audio programs on the web which are usually updated at regular intervals. It sheds light on how a group of English language learners, which was encouraged for listening and producing ELT podcasts in the language classroom. The paper brought forth the advantages of new methods to be adopted in teaching-learning a „Target language‟. It also gives details of modern learning settings which conduce to feasible learning and captivates the mind towards addressing and focusing on revision of old teaching methods and unfolds the idea that students‟ learning in Target Language should be viewed in a new perspective.

Besides these, the paper also presents many undeniable reasons for using

podcasts along with related activities in a language classroom to learn

English easily, quickly, and automatically.

In conclusion, the previous studies and current research alike are

using podcasts as a medium in English learning. While the difference can

be seen from this approach is used, object of research, data capture, the

time and place of the ongoing research.

A. Listening

1. Definition of Listening

Listening is one of skills that is very important in learning English.

Listening is not a passive skill. Rather, it places a demand on us because

when we are participating in the face-to-face or the telephone exchange,

we need to be receptive to others, which include pay attention to

explanation, questions, and opinion. Therefore, we have to understand the

nature of listening (Endang Fauziati (2002:3).

Listening is not one-way street. It is not merely the process of a

unidirectional receiving of audible syimbols. One facet-the first step of

listening comprehension is the psychomotor process of receiving sound

waves through the ear and transmitting nerve impulses to the brain. But

that it is just the beginning of what is clearly an interactive process as the

brain acts on the impulses, bringing to bear a number of different cognitive

and affective mechanisms (Brown, H. Douglas (2001:149).

Listening is a language modality. It is one of the four skills of a

language i.e. listening, speaking, reading and writing. It involves an active

involvement of an individual. Listening involves a sender, a message and a

receiver. It is the psychological process of receiving, attending to

constructing meaning from and responding to spoken and/or non-verbal

messages (Babita Tiyagi (An International Journal in English:1) .

From several definations above, the writer concluded that listening

is the ability to understand what others people are saying. Its aim is to

receive the message from others in communication. This knowledge is

emphasized on transfer information and it is useful for listener to

comprehend the content of the speaker‟s message.

2. Process of listening

The process of listening occur in five stages. They are hearing,

understanding, remembering, evaluating, and responding (Babyta Tyagi,

an international journal in English, ISSN 0976-8165).

Step – 1

receiving (hearing)

Step – 2 Step – 5 Understandin Responding g (learning) (answering)

Step – 4 Step – 3 Evaluating Rememberin g (recalling) (judguing)

a. Hearing

It is refered to the response caused by sound waves stimulating the

sensory receptors of the ear; it is physical response; hearing is perception

of sound waves; you must hear to listen, but you need not listen to hear

(perception necessary for listening depends on attention). Brain screens

stimuli and permits only a select few to come into focus these selective

perception is known as attention, an important requirement for effective

listening. b. Understanding

This step helps to understand symbols we have seen and heard, we

must analyze the meaning of the stimuli we have perceived; symbolic

stimuli are not only words but also sounds like applause and sights like

blue uniform that have symbolic meanings as well; the meanings attached

to these symbols are a function of our past associations and of the context

in which the symbols occur. For successful interpersonal communication,

the listener must understand the intended meaning and the context

assumed by the sender. c. Remembering

Remembering is important listening process because it means that

an individual has not only received and interpreted a message but has also

added it to the mind‟s storage bank. In Listening our attention is selective,

so too is our memory what is remembered may be quite different from

what was originally seen or heard. d. Evaluating

Only active listeners participate at this stage in Listening. At this

point the active listener weighs evidence, sorts fact from opinion, and

determines the presence or absence of bias or prejudice in a message; the

effective listener makes sure that he or she doesn‟t begin this activity too

soon; beginning this stage of the process before a message is completed

requires that we no longer hear and attend to the incoming message-as a

result, the listening process ceases. e. Responding

This stage requires that the receiver complete the process through

verbal and/or nonverbal feedback; because the speaker has no other way to

determine if a message has been received, this stage becomes the only

overt means by which the sender may determine the degree of success in

transmitting the message.

3. Listening Problem

The problem that shows why listening is difficult to be learned by

students come mainly from four sources, they are (Thomas Kral, 190) : a. The message

The problems which came from the message are divided into two

parts, such as:

1) Content

Many learners find it more difficult to listen to a taped message than to read the same message on a piece of paper, since the listener passage comes into the ear in the twinkling of an eye, where as reading material can be read as long the reader likes.

The listening material may deal with almost any area of life. It might include street gossip, proverbs, new products, and situation unfamiliar to the students. Also, in a spontaneous conversation speakers frequently change topics.

The content is usually not well organized. In many cases listeners cannot predict what speakers are going to say, whether it is a news report on the radio, and interviewer‟s questions, an everyday conversation, etc.

Message on the radio or recorded on tape cannot be listened to at a slower speed. Even in conversation it is impossible to ask the speaker to repeat something as many times as the interlocutor might like.

2) Linguistic Features

Liaison (the linking of words in speech when the second word begins with a vowel, e. g., an orange / ǝnærind/ and elision (leaving out of sound or sounds, e. g., suppose may be pronounced /spǝuz/ in rapid speech) are common phenomena that make it difficult for students to distinguish or recognize individual words in the stream of speech. They are used to seeing words written as discrete entities in their textbooks.

If listening materials are made up of everyday conversation, they

may contain a lot of colloquial words and expressions, such as stuff for

material, guy for man, etc., as well as slang. Students who have been

exposed mainly to formal or bookish English may not be familiar with

these expressions.

In spontaneous conversations people sometimes use ungrammatical

senteces because of nerveousness or hesitation. They may make it difficult

for the listener to understand the meaning. b. The speaker

In the conversation, speakers actually say a good deal more than

would appear to be necessary in order to convey our message. Redundant

utterances may take the form of repititions, false stars. Re-phrasings, self-

corrections, elaborations, tautoligies, and apparently meaningless additions

such as „‟I mean or you know’’. This redudancy is a natural feature of

speech and may be either a help or a hindrance, depending on the students‟

level. It may take it more difficult for beginners to understand what the

speaker is saying; on the other hand, it may give advanced students more

time to „‟tune in‟‟ to the speaker‟s voice and speech style.

Learners tend to be used to their teacher‟s accent or to the standard

variety of British or American English. They find it hard to understand

speakers with other accents.

Spoken prose, as in news broadcasting and reading aloud written

texts, is characterized by an even pace, volume, pitch, and intonation.

Natural dialogues, on the other hand, are full of hesitations, pauses, and

uneven intonation. Students used to the former kinds of listening material

may sometimes find the latter difficult to understand. c. The Listener

Students cannot predict a missing word or phrase they listened.

This is the major problem for students. Lack of sociocultural, factual, and

contextual knowledge of the target language can present an obstacle to

comprehension because language is used to express its culture.

Foreign – language learners usually devote more time to reading

than to listening. Itcan be their lack because the students usually majoring

in English have no more than four hours‟ regular training per week.

Both psychological and physical factors may have a negative effect

on perception and interpretation of listening material. It is tiring for

students to concentrate on interpreting unfamiliar sounds, words, and

sentences for long periods. d. Physical Setting

Noise, including both background noises on the recording and

environmental noises, can take the listener‟s mind off the content of the

listening passage.

Listening materials on tape or radio lacks visual and aural

environmental clues. Not seeing the speaker‟s body language and facial

expressions makes it more difficult for the listener to understand the

speaker‟s meaning. Unclear sounds resulting from poor – quality

equipment can interfere with the listener‟s comprehension.

B. Podcast

1. Definition of Podcast

Podcast is an audio or visual content that is automatically delivered

over a network via free subscription. Once subscribed to, podcasts can be

regularly distributed over the Internet or within your school‟s network and

accessed with an iPod, or any portable MP3 player, laptop, or desktop

computer. Podcasts were originally audio only but may now contain still

images, video, and chapters identifying major sections or ideas (The

Fourth International Conference on e-Learning (eLearning-2013: 90).

Podcasting is a means of publishing audio and video content on the

web as a series of episodes with a common theme. These episodes are

accompanied by a file called a “feed” that allows listeners to subscribe to

the series and receive new episodes automatically (Ashley Deal, 2007:2).

A podcast is simply an audio program that is usually distributed on

the internet and can be downloaded from a website or a school server and

listened to on a computer or a portable MP3 player. It can also be a

recording created by a teacher to enhance the learning and teaching

process within and beyond the classroom or a podcast or radio program

created by pupils. Increasingly the term is also being applied to video

(podcast) as well as audio recordings (Gillian Stewart, 2010:2).

In recent years, Internet audio has greatly increased in popularity

(McCarty, 2005). One recent example of Internet audio, a podcast, is an

audio file that anyone can create using a computer, microphone, and a

software program. Once posted to the web, podcasts can be accessed,

downloaded and played to a computer or MP3 player (Lara Ducate and

Lara Lumicka, 2009:68).

Fernandez emphasizes that there are three different types of

podcast (The Fourth International Conference on e-Learning (eLearning-

2013:91):

. Firstly, a basic podcast contains only audio content and is the easiest to

create and listen to.

. Secondly, an enhanced podcast has both audio and video slides. The

enhanced podcast is similar to traditional podcasts; however, this kind of

podcast contains multimedia information, such as slides, pictures, images,

photographs, short videos, and chapters that help users to increase their

perception about the topic.

. The last one is a podcast (or video podcast) podcast which contains the

both video and audio files.

2. The Benefit of Podcast

The adventages of podcasting go beyond the technical affordances

it provides. In the same way that the initial introduction of the World Wide

Web into education led to an increase in learning materials online, the

popularisation of podcasting has led to the proliferation of a wealth of

materials developed by individuals, institutions, or broadcasters that are of

use the language learner. This materials includes both resources

specifically designed to aid language learner and target language materials

created for native speakers of those languages. Language learners and

teachers can use these materials, much like radio and television

programmes have been used in language teaching and learning for decades

(for recent reviews of identified uses of podcasting for language learning

and ideas for its use in the classroom see Lomicka and Lord (2011), and

Shinagawa (2012). (Fernando Rosell-Aguilar, 2013:76).

3. Podcast in Education

Since 1990 with podcast innovation and public access to Internet

and cheaper technical devices, podcast popularity statistically raised.

Podcast features count as portability, interactivity, simple and easy to use

so based on its characteristics. Podcast can provide a good educational

condition for institutions and schools in K-12 and higher education to

fulfilled students need such as reviewing the contents as much as they

need or if students are not able to attend classes. According to Hew &

Cheung (2013), the use of podcast does appear to have a general positive

impact on student achievement (Maryam Farahmand Khanghah, 2015:

52).

Podcasting can offer an innovative way to support learning.

Podcast can be used to provide introductory material before lectures, or,

more commonly, to record lectures and allow students to listen to the

lectures again, either because they were unable to attend, or to reinforce their learning. Moreover podcast can be presentations of learning material by lecturers.

At a most basic level podcasting can be used as a substitute to the traditional lecture where students can access an entire recording of the lecture. While there is educational value in providing recordings of lectures for the purposes of revision and review, if used exclusively as a substitute for traditional lectures, such use may further reinforce students as passive recipients of information.

Podcasting can also be used to provide supplementary material to assist learning. Supplementary material can be in two very different forms.

The first, and most common form, is their use in providing summaries or syntheses of course material. As well as providing revision and summary material, supplementary material can also be in the form of additional material which may broaden or deepen the student‟s understanding.

The final and least frequently mentioned use of podcasts in education, is what could be described as creative use, where students become more engaged in the learning through constructing knowledge rather than simply receiving it. Students can create their own podcast to share their learning experiences with each other and also with other students from other schools. The student is required to have a deep level of knowledge of the subject matter if they are to successfully construct a suitable podcast, and therefore this type of uses challenges the student to

critically examine the material they have been exposed to previously. This type of use can also develop students‟ ICT skills through the creation and manipulation of digital media. When provided as a group task, other important social skills, such as the student‟s ability to collaborate and participate effectively in a group, can be developed.

Podcasting is being used in a variety of ways in all levels and disciplines of education. More traditionally, it can be used to distribute lecture material. This material is available as a review (for those in class), or, if students or teachers are absent, a podcast can serve to distribute the missed information (Tavales & Skevoulis, 2006). Podcasting can empower students by giving them opportunities to create and publish for a real audience (Stanley, 2006) and facilitate recording and distributing news broadcasts, developing brochures, creating or listening to teachers‟ notes, recording lectures distributed directly to students‟ MP3 players, recording meeting and conference notes, supporting student projects and interviews, and providing oral history archiving and on-demand distribution (Meng,

2005) (Lara Ducate and Lara Lumicka, 2009:68).

More specific to language learning, podcasting has several theoretical underpinnings in second language acquisition (SLA) research.

Swain and Lapkin (1995) recognize output as essential for second language learning. One strategy they suggest is having students listen to themselves as they edit their output, and then go back, listen again, and revise as necessary. They can also receive feedback from other students

and their instructor. This type of approach could be quite useful in

podcasting as it is easy to record, re-record and listen to various segments

of a podcast. After students record podcasts, they can listen multiple times,

edit their podcasts and comment on their classmates‟ recordings (see also

Lord, 2008; Meng, 2005) (Lara Ducate and Lara Lumicka, 2009:68).

Furthermore creating podcast allows students to develop skills such

as researching, writing, speaking effectively, solving problems, managing

time, grabbing attention and improving their vocabulary (The Fourth

International Conference on e-Learning (eLearning-2013:92).

Podcasting in education may have many forms and purposes. Scott

Huette (2006), offers several suggestions (Petr Bartos, 2008:35):

. Lectures online . Presentations . Supplemental Material . Primary Sources . Lectures . for distance learning . to facilitate self-paced learning . for re-mediation of slower learners . to allow faculty to offer advanced and or highly motivated learners extra content . for helping students with listening and/or other disabilities . for multi-lingual education . to provide the ability for educators to feature guest speakers from remote locations . to allow educators to escape the tedium of lecturing . to offer a richer learning environment

4. English Language Teaching Podcast “English language teaching (ELT) podcasts can be used for both intensive and extensive listening activities. However, ELT podcasts are particularly suitable for extensive listening, for the purpose of motivating students‟ interest in listening to English, and providing them with exposure to native speakers‟ speech” (Rost, In: Man-Man SZE, 1991: 119). Stanley (2006) further claims that at more advanced levels, students can be encouraged to download and listen to entire episodes of podcasts that we choose for them for homework. If we add listening activities, which can be as simple as a note-taking or/and summary writing task (both of which require minimal teacher preparation), then this becomes more focused and rewarding for the students (Petr Bartos, 2008:40-42). “There are various types of podcasts teachers and educators might use with their students”. Stanley (2005) divides them into 3 sections: . Authentic podcast . Teacher created podcast . Students created podcast a. Authentic podcast Such podcasts are often not aimed at ELT students but can be a rich source of listening. Many of these will only be suitable for use with advanced students, but others, such as 6 Minute English (http://www.bbc.co.uk/radio/podcasts/how2/) from BBC World service or Listen to English – Learn English (http://www.listen-to-english.com/), are ideal for use with upper and lower lever classes. Such podcast according to King & Gura (2007: 201) “can be played easily to the class in a whole group instruction activity, substituting the digital audio items for textbooks or supplementary hard copy items”. b. Teacher podcasts

These podcasts, as the heading suggests, are created by teachers, and are usually aimed at helping students learn by producing listening content that is not available elsewhere, or that gives a local flavour. The Bob and Rob Show (http://www.thebobandrobshow.com) and The Word Nerds (http://thewordnerds.org/) podcasts are two very different types of teacher produced podcast. King & Gura (2007: 201 ) state that such a podcast material is “not intended to take place of teaching but rather to extend the reach and availability of the teacher‟s voice to times other than class time” c. Student podcasts These podcasts are produced by students, but often with teacher help. Students can listen to these and experience the culture and hear about the lives and interests of other students from around the world. For example English Conversations (http://englishconversations.org/) is a podcast largely made by students for students. King & Gura (2007: 201) believe that “creating podcast in a form of a project can be highly motivating opportunities to produce an authentic product/performance to be presented to real audience”. The range of ELT podcasts is growing, and many are supported by transcripts and various exercises. A brief survey of forms of ELT podcasts, adapted from Man-Man SZE (2007), reveals the following content types (Petr Bartos, 2008:42-43): . Comprehensive (e.g., http://www.thebobandrobshow.com) - These are podcasts that cover a wide range of content types, such as traditional listening comprehension activities, interviews, and vocabulary. A well- known “comprehensive” podcast is the one quoted above, created by Bob and Rob, teachers of English at Japanese universities. . Whole lessons (e.g., http://www.breakingnewsenglish.com) - These are whole lessons based on a podcast. The podcast quoted above, for example, makes use of a news story in each episode. The text of the news story is provided, and is accompanied by the audio file. There is then a lesson plan accompanied with worksheet materials. In effect, these are ready-made

lessons based on podcasts which teachers can use in the classroom directly. . Vocabulary, idioms, etc. (e.g., http://premiumenglish.podbean.com) - This is a popular type of podcast, probably because it is easy to produce. In this kind of podcast, the host chooses some vocabulary items and explains their usage. . Conversations with a script (e.g., http://englishconversations.org/) - These podcasts contain conversations between native speakers. To help less proficient learners, each episode is accompanied by the script, for learners to refer to while listening to the conversation. . Jokes (e.g., http://www.manythings.org/jokes) - These are podcasts containing jokes. Because they usually play on language, they encourage careful listening by the learner. . Stories (e.g., http://celticmythpodshow.com) - These are usually story read aloud. They may or may not be followed by listening comprehension questions. . Poetry (e.g., http://classicpoetryaloud.com/) – These are podcast containing the great poems of the past. One can listen to the declamation and read the poem. Many non-native students of English find that listening to poetry gives an added dimension to their understanding and appreciation of the language.

5. Principles in Teaching Listening Using Podcast

“It is difficult to define podcasting as a technology or a

phenomenon.” (Hargis and Wilson, 2005). Rooted in emerging

technologies which are often transparent to their users, podcasting in an

academic setting has become an accepted one-way channel of

communication between teacher and students, as faculty have seen the

potential impact of creating podcasts of lectures and other course

materials. While first associated with Apple‟s iPod portable audio player,

others have redefined the term “podcast” as an acronym meaning

“personal on-demand,” reflecting the immediate nature of this new form of

communication which allows individualized content to be “broadcast” to

one‟s device simply by downloading it. For students as well, the use of

iPods or personal media players for learning is an attractive one, since

many students already own them. “These devices have a tremendous

consumer appeal that works to their advantage, particularly for younger

students who may be impatient with other forms of teaching and learning.”

(Chan and Lee, 2005).

For students listening to podcasts of entire course lectures, many of

which may be an hour or longer, one difficulty in their being a useful

study tool is the inability to search the audio for a key term, in order to

listen to only that section that a student wishes to review. One web site,

podzinger.com, has developed a process that converts audio to text, and

determines the location within the audio where each term occurs. Shorter

podcasts with accurate descriptions may also simplify this process,

although that puts an additional burden on the individual creating and

posting the podcast to listen to, edit, and trim or splice the audio prior to

posting it. This timely process detracts from the ability of being able to

record and post multimedia almost immediately after a class has ended

(Mark Frydenberg, 2008:3-4).

C. Vocabulary

1. Nature of Vocabulary

Vocabulary is knowledge of words and meaning. In Oxford

dictionary, vocabulary is the total number of words in a language (A.S

Hornby. Oxford Advanced Learner’s Dictionary of Current English. op.

cit. p. 1331).

Additionally Krashen states that „‟vocabulary is a basic in

communication; it is also very important for the acquisition process of the

target language proficiency (Stephen Krashen, D, and T. D Terrel,

199:232).

However, vocabulary has a complex definition. First, words come

in two forms: spoken and written. Spoken is a vocabulary that recognize

and use in listening and speaking. Written is a vocabulary that recognize

and use in reading and writing. Vocabulary known as a word and

Vygotsky states a word is a microcosm as a human consciousness.

Vocabulary refers to the words should know to communicate effectively.

Pieter stated that vocabulary is one of the components of language and

there is no language without words. Words are signs or symbol for ideas.

They are the means by which people exchange their thoughts. The more

words we learn, the more ideas we should have so we can communicate

the ideas more effectively (Scott Thornbury. loc. cit. p. 1).

Learning vocabulary is remembering and it is common related to

the brain capacity. First, the brain recognizes the sensor from seeing,

hearing and visualizing evens the different domain. Then, sensory

response centers connect to the higher cortical function to the

manipulation and furthermore these are stored to neuron network that

connect new words to similar words in a patterning and categorization

(Judy Willis, Teaching the Brain Reading to Read: Strategy for Improving

Fluency Vocabulary and Comprehension, Alexandria, ASDC : 81).

According to Read, vocabulary size refers to the number of that a

person knows. In the case of second language learners the goal is normally

more modest: it is to estimate how many of the more common words they

know based on a test of their knowledge of a sample of items from a word-

frequency list (John Read, Assessing Vocabulary, Cambridge: Cambridge

University Press : 31-32).

From the sentence above, vocabulary is important to be learnerd. It

is a process of helping a learner to learn about words that have meaning

for particular language. If the students does not have enough vocabulary,

he or she will be difficult to understand the second language what he or

she learns. Especially in developing four skills of English language

2. Types of Vocabulary

The learner‟s vocabulary is divided into two main areas, active and

passive (Raja T. Nasr, Teaching and Learning English, London: Longman

group limited :75). In line with Aeborsold and Field classified vocabulary

into two terms there are: a. Active vocabulary refers to items the learner can use appropriately in

speaking or writing and it is also called as productive vocabulary, although

in fact, it is more difficult to put into practice. It means that to use the

productive vocabulary, the students are supposed to know how to

pronounce it well, they must know and be able to use grammar of the

language target, they are also hoped to familiar with collocation and

understand the connotation meaning of the words. This type is often used

in speaking and writing skill. b. Passive vocabulary refers to a language items that can be recognizes and

understood in the context of reading or listening and also called receptive

vocabulary. Passive vocabulary or comprehension consists of the words

comprehended by the people, when they read and listen (Jo Ann

Aeborsold and Mary Lee Field, From Reader to Reading Teacher, New

York: Cambridge University Pres : 139).

Furthermore, Hatch and Brown classify the vocabularies into two

based on their functional categories, they are: major classes and closed

classes (Evelyn Hatch and Cheryl Brown, Vocabulary, Semantics and

Language Education,Cambridge: Cambridge University Press, 1996 :

218):

a. Major Classes

1) Noun: it refers to a person, place or thing, i.e. Maria, park, book,

etc.

2) Adjective: it refers to the words that give information about a noun

or pronoun, i.e. kind, smart, beautiful, bad, ugly, etc.

3) Verb: it refers to the words that denote action, i.e. walk, read,

smile, eat, run, etc.

4) Adverb: it refers to the words that describe or add to the meaning

of a verb, adjective, another adverb or a whole sentence, i.e.

carefully, diligently, honestly, etc. b. Closed Classes

1) Pronoun: it refers to nouns that have already been mentioned, i.e.

she, they, he, etc.

2) Preposition: it refers to the words that help locate items and actions

in time and space, i.e. at, on, beside, under, between, etc.

3) Conjunction: it refers to the words that connect sentences, phrases

or clause, i.e. and, so, but, etc.

4) Determiner: it refers to the words that used before a noun to show

which particular example of the noun which are referring to, i.e.

the, a, an, my, your, that, this, those, etc.

According to Thornbury, the types of vocabulary fall into one of eight different word classes (Scott Thornbury, How to Teach Vocabulary,

Person Education Limited 2002 : 3) :

1) Nouns

2) Pronouns

3) Verbs

4) Adjectives

5) Adverbs

6) Prepositions

7) Conjunction

8) Determiner

Based on the theories above, there are eight types of vocabulary as

follows: noun, adjective, verb, adverb, pronoun, preposition, conjunction,

and determiner. Considering the definition of each types of vocabulary,

this study conducted focus on noun in order to make the students easier to

learn vocabulary.

3. Teaching English Vocabulary

Vocabulary is basic for communication and crucial in developing competence in a second or foreign language. In teaching the teacher are hoped to have some techniques in order to make students familiar with the vocabulary so that they understand new word easily. The techniques function is not only to help the students grasp the meaning of new word quite easily, but also to vary the teaching activity in order to avoid boredom (Aulia Rahmah, 2016 : 38).

4. The Principles of Teaching Vocabulary

Vocabulary is important in learning a language; it needs a serious intention in learning vocabulary from both student and teacher. It becomes a great challenging act for the teacher to teach vocabulary, what kind of methods they use, what kind of vocabulary that they give, or how many vocabularies that they should teach (Aulia Rahmah, 2016 : 38).

According to Schmitt, there are some key principles in teaching vocabulary:

1) Building a large sight of vocabulary.

2) Integrating new words with previous words.

3) Providing a number of encounters with a word.

4) Promoting deep level of processing.

5) Facilitating imaging.

6) Making new word “real” by connecting them to the student‟s word in

some way.

7) Using variety techniques.

8) Encouraging independent learning strategies.

5. Vocabulary Size

“Vocabulary size is often called the breadth of vocabulary knowledge, which Anderson and Free body define as “the number of words for which the person knows at least some the significant aspects of meaning”. One of the preliminary issues regarding vocabulary size research is the definition of „word‟ itself (Baumann, Kame‟enui, and Ash 754)” (Yudica Putra, 2009:18).

Vocabulary size was the number of words that an engine that recognize a large factor in its recognition accuracy. Vocabulary size also used to know students master in vocabulary and provide some indication of the size learning.

The importance of having a large vocabulary large enough to provide coverage of

95% of the words is in the text.

6. Vocabulary of Foreign Language Learners

People use language to communicate, and so naturally one key issue in vocabulary studies is how much is necessary to enable this communication.

Nation states that readers need at least 5.000 words to read texts. This is line with

Laufer who had estimated that vocabulary size of 5.000 words indicates that a students knows a relativity high proportion ( about 95%) of the running words in a text to read it independently.( Nation, 2012 : 1-2 )

Luckily, second and foreign language leraners do not need to achieve native like vocabulary size in oreder to use English well. In indonesia the status of

English is as foreign language. University students in Indonesia at less have

1.220 of vocabulary size. Schmitt clasify the size of vocabulary for second and foreign language leraners as follow :

Table 2.1

English vocabulary size of foreign learners

Country Vocabulary References

Size

Japan (EFL Univeristy) 2.300 Shillaw, 1995 Barrow et al.,1999 China (English Majors) 4.000 Laufeer, 2001

Indonesia (EFL Univeristy ) 1.220 Nurwei and Read, 1999

Oman ( EFL University ) 2.000 Horst, Cobb, and Meara, 1998 Israel(High School Graduates ) 3.500 Laufer,1998

France ( High School ) 1.000 Arnaud et al., 1985

Greece ( Age 15, High School 1.680 Milton and Meara, 1998

Germany ( Age 15, High School ) 1.200 Milton and Meara, 1998

The vocabulary size of foreign learners ( Thornbury, 2002 : 59 ) can be seen in the table below :

Table 2.2

Vocabulary Size of Foreign Learners Easystars 200 words Level One Beginner 300 words Level Two Elementary 600 words Level Three Pre-Intermediate 1200 words Level Four Intermediate 1700 words Level Five Upper-Intermediate 2300 words Level Six Advanced 3000 words

7. Vocabulary assessment

There are a number of reasons why vocabulary testing should be regarded as a useful in a well-run language-teaching program. Most obviously, if vocabulary is considered to be an important component of language knowledge, then it naturally needs to be assessed in some way (Norbert Schmitt, 2000: 163).

Besides that, without testing, there is no reliable means knowing how effective a teaching sequence has been. Testing provides a form of feedback, both for learners and teachers (Scott Thornbury, 2007:129). Thus, vocabulary can be seen as a priority area in language teaching, requiring tests to monitor learners‟ progress in vocabulary learning and to assess how adequate their vocabulary knowledge is to meet their communication needs. Afterward, vocabulary assessment seems straightforward in the sense that words lists are readily

available to provide a basis for selecting a set of words to be tested. In addition, there is a range of well-known item types that are convenient to use for vocabulary testing. Here are some examples (John Read, 2000:2):

a. Multiple choice (choose the correct answer)

The principal was irate when she heard what the students had

done.

a. surprised

b. interested

c. proud

d. angry

b. Completion (write in the missing word)

At last the climbers reached the s______of the mountain.

c. Translation (give the L1 equivalent of the underlined word)

They worked at the mill.

Serious = ______

d. Matching (match each word with its meaning)

1) Accurate ______a. Not changing

2) Transparent ______b. Not friendly

3) Constant ______c. Related to seeing things

4) Visual ______d. Greater in size

5) Hostile ______e. Careful and exact

f. Allowing light to go through

g. in the city

“In addition, there are four vocabulary tests are: the vocabulary levels test (VLT); the Eurocentres vocabulary size test (EVST); the vocabulary knowledge scale (VKS), and the test of English as a Foreign Language (TOEFL).

To investigate the effect of extensive reading on vocabulary acquisition, the researcher will use vocabulary levels test. The vocabulary levels test was devised by Paul Nation at Victoria University of Wellington in New Zealand in the early

1980s. He has distributed copies freely and made it available in two publications, and it has been widely used in New Zealand and many other countries. The vocabulary levels test is designed to represent five levels of word frequency in

English: 2.000 words, 3.000 words, 5.000 words, the University words level

(beyond 5000 words) and 10.000 words. As for the format, the test involves word- definition matching although, in a reversal of the standard practice, the test-takers are required to match the words to the definitions in groups of six and three respectively. Here for example” (John Read, 2000:118-119):

1 apply

2 elect ______choose by voting

3 jump ______become like water

4 manufacture ______make

5 melt

6 threaten

CHAPTER III

RESEARCH METHOD

This study investigates the effect of 1 hour exposure to listening

podcast on vocabulary size. The subjects are the second semester students

at the English education study program of IAIN Palangka Raya. The

purposes of the study are: To find out whether or not the significance

effect of 1 hour exposure to listening podcast on vocabulary size better

than who are not listening podcast in second semester of English study

program IAIN Palangka Raya or not. This chapter discusses the method of

the study related to research design, population and sample, research

instruments, data collection procedure, and data analysis procedure.

A. Research Design

Scientific research is the application of the scientific approach to

studying a problem. It is a way to acquire dependable and useful

information. Its purpose is to discover answers to meaningful questions by

applying scientific procedures. To be classified as scientific research, an

investigation must involve the approach we described in the previous

section. Although it may take place in different settings and may use

different methods, scientific research is universally a systematic and

objective search for reliable knowledge (Donald Ary, Lucy Cheser Jacobs,

Crish Sorensen, Asghar Razavieh, 19).

The type of the research is quantitative research. Quasi-

experimental design is used in the present study. Experimental design is a

plan for an experiment that specifies the applied independent variables, the

number of levels of each, how subject are assigned to groups, and the

dependent variable.

A typical experimental study usually uses comparison or control

groups to investigate research questions. Many second language research

studies involve a comparison between two or more groups. This is known

as a between-groups design. This comparison can be made in one of two

ways: two or more groups with different treatments; or two or more

groups, one of which, the control group, receives no treatment (Alison

Mackey and susan M.Gass,2005:146).

In the present study, there are two groups, the first group is control group (CP) and the second group is experiment group (EG) which listens to podcasts. Groups are given pre-test and post-test to measure the result of the students‟ listening scores.

The use of podcast is for experiment group only. The description of the design is in the table below:

Table 3.1.

The Description of Quasi-Experiment Design

Group Pre-test Treatment Post-test

EG Y1 X Y2

CG Y1 - Y2

Where:

EG : Experiment Group

CG : Control Group

X : Treatment using podcasts

Y1 : Pre-test

Y2 : Post-test

B. Population and Sample

1. Population

According to Arikunto, population is the whole of research subject,

if someone wants to research all of the elements in research area his

research is called population research on survey study (Suharsimi

Arikunto, 2000:108).

The population of this study is all students of the second semester

students. They are classify into three classes:

Table 3.2 Number of Populations No Classes Number of Students 1. A 24 2. B 23 3. C 20 Total 67

Where:

A : Control class B : Try out class C : Experiment class

2. Sample

Sample is a part of population. According to Ary, “ Sample is a

group selected from population for obeservation in a study (Donald Ary,

(et all), 2010:649).

For the sample, the researcher takes two classes to be the sample,

the first class is experiment group use podcast and the second class is

control group non-use podcast. Due to the fixed class, the writer cannot

use simple random sampling to select the sample. According to Ary, it is

very difficult, if not impossible to list all the members of a target

population and select the sample from among them. Therefore, the writer

used cluster sampling. Because the unit chosen is not an individual but a

group of individuals who are naturally together or grouped by the school

((Donald Ary, (et all), 2010:154).

Table 3.3 Number of Samples

Classes Group Number of Students

C Experiment 20

A Control 24

Total 44

C. Research Instrument

To get the data, the researcher used technique in this study. Here,

the writer used a technique, namely: test.

1. Research Instruments

a) Test

A test is a set of stimuli presented to an individual in order to elicit

responses on the basis of which a numerical score can be assigned. This

score, based on a representative sample of the individual‟s behavior, is an

indicator of the extent to which the subject has the characteristic being

measured (Donald Ary, Lucy Cheser, Jacobs, Chris Sorensen, Asghar

Razavieh, 201).

There are 7 audio podcasts along with the text used for test

material in the class. The type of podcast was authentic podcast because

the authentic podcast ideal for use with upper and lower level classes.

Such podcast according to King and Gura (2007:201) “can be played

easily to the class in a whole group instruction activity, substituting the

digital audio items for textbook or supplementary hard copy items. The

test material was adopted from BBC Learning English.

2. Research Instruments Try Out

The try out of instrument was conducted in class A on Monday, 17th

September 2018 with the number of student was 24 students from 28

students because 4 students were absent. The researcher analyzed the test

instruments to gain the information about the instruments quality that

consists of instrument validity and instrument reliability. The procedures

of the try out as follows:

a. The researcher give try out to the students.

b. The researcher give score to the students‟ answer, then the researcher

interpreted the result of data to know the instruments validity,

instruments reliability, index of difficulty and discrimination power.

c. After that, the researcher tested the test for the real sample.

D. Data Collection Procedure

There are some procedures in collecting data of this study as in the

following:

1. Determining the students to be sampled in the study.

2. Preparing materials to be used in implementing test.

3. Giving pre-test to students who have been divided into two groups: the

experiment group and the contorl group.

4. Giving treatment to experiment group used podcast.

5. And the last, giving post-test to the experiment group and control group

after treatment.

E. Data Analysis Procedure

The data of this study were the students‟ score of pre-test and post-

test. Therefore, the data were quantitative. In this case, the researcher used

ttest to solve the research problems of this study about 1 hour exposure to

listening podcast and reading text on vocabulary size of l2 learners in

second semester of English study program IAIN Palangka Raya. In order

to analyzed the data, the researcher did some way procedures, as follows:

1. Tabulated the data into the distribution of frequency of score table,

then found out the mean of students‟ score, standard deviation, and

standard error of variable X1 (experimental class) and X2 (control

class) by using the formulas below:

2. Mean of students‟ score : =

Where:

= total of score

n = total of the students

3. Standard Deviation

4. Standard Error

SEmd=

Where:

S= Standard deviation

n1= the number of the experimental group

n2= the number of the control group

SEmd= Standard error

N= Number of Case

5. Normality Test

It is used to know the normality of the data that is going to be

analyze whether both groups have normal distribution or not. Chi

square was used.

2 X observed=

Where:

2 X observed = Chi square

= frequency from observation

= expected frequency

2 Calculation result of X observed was compared with by 5%

2 and 1% degree of significance. If X observed was lower than

so the distribution list was normal.

Then, in this study, the researcher used One-Sample

Kolmogorov-Smirnov Test to test the normality.

6. Homogeneity Test

It is used to know whether experimental group and control

group, that were decided, come from population that has

relatively same variant or not. The formula was:

Where:

B= (

Notice:

≤ , is homogeneity.

≥ , is not homogeneity.

If calculation result of was lower than

by 5% degree of significance, it meat both groups had same

variant.

In this study, the writer used Levene Test Statistic to test the

homogeneity of variance.

7. Calculated the data by using ttest to test the hypothesis of the study,

whether the using of online newspaper gave effect to the students‟

vocabulary acquisition scores or not. To examined the hypothesis, the

researcher used ttest formula as follows:

tobserved=

Where:

Mn1 = the mean score of experimental group

Mn2 = the mean score of control group

2 S1 = variance of experimental group

2 S2 = variance of control group

n1= total of experimental group students

n2= total of control group students

To know the hypothesis was accepted or rejected using the

criterion: If tobserved (the value)≥ttable, it means Ha is accepted

and Ho is rejected. If tobserved (the value)≤ttable, it means Ha is

rejected and Ho is accepted.

In this study, the researcher used Paired Sample T Test to

test the hypothesis was accepted or not.

8. Interpreted the result of ttest. Previously, the researcher accounted the

degrees of freedom (df) with the formula:

df = (N1+N2-2)

Where:

df: degrees of freedom

N1: Number of subject group 1

N2: Number of subject group 2

2: Number of variable

After that, the value of ttest will be consulted on the ttable at

the level of significance 1% and 5%. If the result of ttest was higher

than ttable, it meat Ha was accepted. But if the result of ttest was

lower than ttable, it means Ho was accepted.

9. The researcher made the conclusion of data analysis obtained.

10. In addition, the researcher used SPSS 22.00 program to compare the

data.

11. Discussed and conclude the result of data analysis.

CHAPTER IV

FINDINGS AND DISCUSSION

In this chapter the researcher explains about the result of the study

and discussion.

A. Description of The Data

1. The Result of Pre-Test and Post-Test Scores

The comparison pre-test and post test score of students‟ vocabulary

acquisition were presented in table 4.1 below:

Table 4.1 The Result of Pre-test and Post-test Scores Experimental Class Control Class

No Students Pre- Post- No. Students' Pre- Post- . ' Code Test Test Code Test Test

1. E1 146 189 1. C-1 145 151 2. E2 117 183 2. C-2 178 182 3. E3 273 187 3. C-3 185 188 4. E4 142 167 4. C-4 143 150 5. E5 42 152 5. C-5 153 164 6. E6 146 186 6. C-6 134 152 7. E7 43 150 7. C-7 133 165 8. E8 103 177 8. C-8 174 180 9. E9 107 167 9. C-9 189 194 10. E10 110 178 10. C-10 165 172 11. E11 107 164 11. C-11 182 194 12. E12 42 151 12. C-12 154 171 13. E13 55 169 13. C-13 134 150 14. E14 117 176 14. C-14 144 151 15. E15 77 155 15. C-15 163 175 16. E16 135 189 16. C-16 173 187 17. E17 174 189 17. C-17 124 149 18. E18 55 156 18. C-18 165 182 19. E19 103 185 19. C-19 158 175 20. E20 54 170 20. C-20 171 191

21. C-21 124 157 Total 2148 3440 22. C-22 135 164 Mean 107.4 172 23. C-23 122 169 Lowest 42 150 24. C-24 188 197 Highest 273 189 STDEV Total 55.723 13.864 3736 4110 37693 00109

Mean 155.7 171.3

Lowest 122 149

Highest 189 197 STDEV 21.622 16.008 59 83

From the table above the mean scores of pre-test and post-test of

experimental class were 107.4 and 172 respectively. Meanwhile, the

highest scores pre-test and post-test of the experimental class were 273

and 189 respectively, then the lowest scores pre-test and post-test of the

experimental class were 42 and 150. In addition, the mean scores pre-test

and post-test of control class were 155.7 and 171.3 respectively.

Afterward, the highest scores pre-test and post-test of control class were

189 and 197. And the lowest scores pre-test and post-test of the control

class were 122 and 149 respectively.

B. Result of Data Analysis

1. The Result of Pre-Test Score

The students‟ pre-test score were distributed in the following table

in order to analyze the students‟ knowledge before conducting the

treatment. The result of pre-test, as shown in table 4.2 below:

Table 4.2 Pre-Test Score of Experimental and Control Class

Experimental Class Control Class Score Score Students' No Predicate Students' Predicate Code Pre-Test No Pre-Test Code 1 E1 146 Good 1 C-1 145 Good 2 E2 117 Good 2 C-2 178 Good E3 273 Very C-3 185 Good 3 good 3 4 E4 142 Good 4 C-4 143 Good 5 E5 42 Poor 5 C-5 153 Good 6 E6 146 Good 6 C-6 134 Good 7 E7 43 Poor 7 C-7 133 Good 8 E8 103 Good 8 C-8 174 Good E9 107 Good C-9 189 Good 9 9 10 E10 110 Good 10 C-10 165 Good E11 107 Good C-11 182 Good 11 11 12 E12 42 Poor 12 C-12 154 Good 13 E13 55 Poor 13 C-13 134 Good 14 E14 117 Good 14 C-14 144 Good 15 E15 77 Poor 15 C-15 163 Good 16 E16 135 Good 16 C-16 173 Good E17 174 Good C-17 124 Good 17 17 18 E18 55 Poor 18 C-18 165 Good 19 E19 103 Good 19 C-19 158 Good E20 54 Poor C-20 171 Good 20 20 Total 2148 21 C-21 124 Good Mean 107.4 22 C-22 135 Good

Lowest 42 23 C-23 122 Good Highest 273 24 C-24 188 Good

STDEV 55.72337693 Total 3736

Mean 155.7 122 Lowest 189 Highest STDEV 21.62259

The table above showed that comparison of pre-test score achieved

by experimental and control class students, both classes‟ achievement

were at the different level. It can be seen that from students‟ score, the

highest scores were 273 and the lowest score was 42 of experimental class

compared with control class, the highest scores were 189 and the lowest

score 122.

a. The Result of Pre-Test Score of Experimental Class

1) Frequency Distribution

Based on the data above, it was known the highest score was

273 and the lowest score was 42. Afterwards, it was presented

using frequency distribution, as shown in table 4.3 below:

Table 4.3 The Frequency Distribution of Pre-Test score of the Experiment Class No. Score Frequency 1 42 - 88 7 2 89 - 135 8 3 136 - 182 4 4 183 - 229 0 5 230 - 276 1 Jumlah 20

The distribution of students‟ pretest score can also be seen

in the following figure.

Figure 4.1. Histogram of Frequency Distribution of Pretest Score for Experiment Group frequency 9 8 7 6 5 4 frequency 3 2 1 0 42-88 89-135 136-182 183-229 230-276

The table and figure above showed the students‟ pre-test score of the experiment group. It could be seen that there were 7 students who got score 42-88. There were 8 students who got score 89-135. There were 4 student who got score 136-182. There was 0 student who got score 183-

229. There was 1 students who got score 230-276.

b. The Result of Pre-Test Score of Control Class

1) Frequency Distribution

Based on the data above, it was known the highest score was 70 and

the lowest score was 11. Afterwards, it was presented using frequency

distribution, as shown in table 4.4 below:

Table 4.4 The Frequency Distribution of Pre-test score of the Control group No. Score Frequency 1 122 - 133 4 2 134 - 145 6 3 146 - 157 2 4 158 - 169 4 5 170 - 181 4 6 182 - 193 4 Jumlah 24

The frequency distribution of students‟ pre-test score can also be seen in

the following figure:

Figure 4.2 Histogram of Frequency Distribution of Pre-test Score of the Control Group

Frequency 7 6 5 4 3 Frequency 2 1 0

It can be seen from the figure above about the students‟ pre -test score.

There were 4 students who got score among 122-133. There were 6 students

who got score among 134-145. There were 2 students who got score among

146-157. There were 4 students who got score among 158-169. there were 4

students who got score among 170-181. And there were 4 students who got

score among182-193.

Table 4.5 Post-Test Score of Experimental and Control Class

Experimental Class Control Class Score Score Students' Students' No Code Post-Test Predicate No Code Post-Test Predicate E1 189 C-1 151 1 Good 1 Good 2 E2 183 Good 2 C-2 182 Good E3 187 C-3 188 3 Good 3 Good 4 E4 167 Good 4 C-4 150 Good 5 E5 152 Good 5 C-5 164 Good 6 E6 186 Good 6 C-6 152 Good

7 E7 150 Good 7 C-7 165 Good E8 177 C-8 180 8 Goood 8 Goood 9 E9 167 Good 9 C-9 194 Good E10 178 C-10 172 10 Good 10 Good 11 E11 164 Good 11 C-11 194 Good 12 E12 151 Good 12 C-12 171 Good E13 169 C-13 150 13 Good 13 Good 14 E14 176 Good 14 C-14 151 Good E15 155 C-15 175 15 Good 15 Good 16 E16 189 Good 16 C-16 187 Good 17 E17 189 Good 17 C-17 149 Good 18 E18 156 Good 18 C-18 182 Good 19 E19 185 Good 19 C-19 175 Good E20 170 C-20 191 20 Good 20 Good C-21 157 Total 3440 21 Good C-22 164 Mean 172 22 Good C-23 169 Lowest 150 23 Good C-24 197 189 Highest 24 Good STDEV 13.86400109 Total 4110 Mean 171.3

Lowest 149

Highest 197

STDEV 16.00883

The table above showed that comparison of post-test score

achieved by experimental and control class students. Both classes showed

the different score, the highest score for the experimental class was 189

and 197 for the control class. And about the lowest score, for the

experimental class was 150 and for the control class was 149. It meant that

the experimental class and the control class have the different level in the term of word level after treatment.

a. The Result of Post Test Score of Experiment Class

1) Frequency Distribution

Based on the data above, it was known the highest score was 97.8

and the lowest score was 68.2 for experiment class. Afterwards, it

was presented using frequency distribution, as shown in table 4.6

below:

Table 4.6 Frequency Distribution of the Post-test

No. Score Frequency 1 150 - 157 5 2 158 - 165 1 3 166 - 173 4 4 174 - 181 3 5 182 - 189 7 Jumlah 20

The frequency distribution of students‟ post-test score can also be seen in

the following figure.

Figure 4.3 The Frequency Distribution of Experiment Class Post-Test Score

frequency 8 7 6 5 4 frequency 3 2 1 0 150-157 158-165 166-173 174-181 182-189

It can be seen from the figure above about the students‟ post-test

score. There were 5 students who got score among 150-157. There was 1

student who got score among 158-165. There were 4 students who got

score among 166-173. There were 3 students who got score among 174-

181. There were 7 students who got score among 182-189. b. The Result of Post Test Score of Control Class

1) Frequency Distribution

Based on the data above, it was known the highest score was 48

and the lowest score was 14. Afterwards, it was presented using

frequency distribution, as shown in table 4.7 below:

Table 4.7 Frequency Distribution of the Post-test

No. Score Frequency 1 149 - 156 6

2 157 - 164 3 3 165 - 172 4 4 173 - 180 3 5 181 - 188 4 6 189 - 197 4 jumlah 24

The frequency distribution of students‟ post-test score can also be

seen in the following figure.

Figure 4.4 The Frequency Distribution of Control Class Post-Test Score Frequency 7 6 5 4 3 2 Frequency 1 0

It can be seen from the figure above about the students‟

post-test score. There were 6 students who got score among 149-

156. There were 3 students who got score among 157-164. There

were 4 students who got score among 165-172. There were 3

students who got score among 173-180. There were 4 students who

got score among 181-188. There were 4 students who got score

among 189-197.

B. Testing Normality

One-Sample Kolmogorov-Smirnov Test Unstandardiz ed Residual N 20 Normal Parametersa,b Mean ,0000000 Std. 9,27283918 Deviation Most Extreme Absolute ,193 Differences Positive ,153 Negative -,193 Test Statistic ,193 Asymp. Sig. (2-tailed) ,049c a. Test distribution is Normal. b. Calculated from data. c. Lilliefors Significance Correction.

Based on the calculation used SPSS program, the asymptotic

significance normality of experiment class was 0.049. Then the normality

of experiment class was consulted with table of Kolmogorov- Smirnov

with the level of significance 5% (α=0.05). Because asymptotic

significance of experiment was 0.049 ≥ 0.05. It could be concluded that

the data was normal distribution.

C. Testing Homogeneity And Linearity

The definition of Homogeneity of Variance is when all the

variables in statistic data have the same finite or limited variance. When,

homogeneity of variance is equal for a statistical model. A simple

computation approach to analysing the data can be used due to a low level

of uncertainty in the data. This equality is homogeneity or

homoscedasticity (Agus Irianto, 2004:62).

Because of that, the writer used SPSS to measure the normality of

the data.

1) Testing Homogenity of Experiment Group

The criteria of the homogeneity test pre-test and post-test was if the value of (probability value/critical value) was higher than or equal to the level of significance alpha defined (r = a), it means that, the distribution was homogeneity.

Test of Homogeneity of Variances

Vocabulary size

Levene Statistic df1 df2 Sig. ,501 1 42 ,483

ANOVA

Vocabulary size

Sum of Mean Squares df Square F Sig. Between Groups 6,136 1 6,136 ,027 ,870

Within Groups 9546,500 42 227,298 Total 9552,636 43

Based on the calculation using SPSS 22.0 above, the value of

(probably value/critical value) from pre-test and post-test of the experiment group on Homogeneity of Variances in sig column is known that p-value was

0,483. The data in this study fulfilled homogeneity since the p value is higher

0,483 > 0.05.

2) Testing Linearity of Experiment Group

Case Processing Summary Cases Included Excluded Total N Percent N Percent N Percent Postest * 20 100,0% 0 0,0% 20 100,0% Pretest

Report Postest Std. Pretest Mean N Deviation 42,00 151,5000 2 ,70711 43,00 150,0000 1 . 54,00 170,0000 1 . 55,00 162,5000 2 9,19239 77,00 155,0000 1 . 103,00 181,0000 2 5,65685 107,00 165,5000 2 2,12132 110,00 178,0000 1 . 117,00 179,5000 2 4,94975 135,00 189,0000 1 . 142,00 167,0000 1 . 146,00 187,5000 2 2,12132 174,00 189,0000 1 . 273,00 187,0000 1 . Total 172,0000 20 13,86400

ANOVA Table Sum of Mean Squares df Square F Sig. Postest * Between (Combined) 3501,500 13 269,346 10,738 ,004 Pretest Groups Linearity 2018,275 1 2018,275 80,463 ,000

Deviation from 1483,225 12 123,602 4,928 ,031 Linearity Within Groups 150,500 6 25,083 Total 3652,000 19

Measures of Association R R Squared Eta Eta Squared Postest * ,743 ,553 ,979 ,959 Pretest

Based on the result of linearity test above, It is known that the

significance of deviation from linearity is 0.031> 0.05, it can be concluded

that there is a linear relationship between listening podcasts and

vocabulary size.

3) Testing Homogenity of Control Group

Test of Homogeneity of Variances Vocabulary size Levene Statistic df1 df2 Sig. ,361 1 42 ,551

ANOVA Vocabulary size Sum of Squares df Mean Square F Sig. Between 695,276 1 695,276 1,655 ,205 Groups Within Groups 17643,883 42 420,092 Total 18339,159 43

Based on the calculation using SPSS 22.0 above, the value of

(probably value/critical value) from pre-test and post-test of the experiment

group on Homogeneity of Variances in sig column is known that p-value was

0,551. The data in this study fulfilled homogeneity since the p value is higher

0,551> 0.05.

4) Testing Linearity of Control Group

Case Processing Summary Cases Included Excluded Total N Percent N Percent N Percent Postest * 24 100,0% 0 0,0% 24 100,0% Pretest

Report Postest Std. Pretest Mean N Deviation 122,00 169,0000 1 . 124,00 153,0000 2 5,65685 133,00 165,0000 1 . 134,00 151,0000 2 1,41421 135,00 164,0000 1 . 143,00 150,0000 1 . 144,00 151,0000 1 . 145,00 151,0000 1 . 153,00 164,0000 1 . 154,00 171,0000 1 . 158,00 175,0000 1 . 163,00 175,0000 1 . 165,00 177,0000 2 7,07107 171,00 191,0000 1 . 173,00 187,0000 1 . 174,00 180,0000 1 . 178,00 182,0000 1 .

182,00 194,0000 1 . 185,00 188,0000 1 . 188,00 197,0000 1 . 189,00 194,0000 1 . Total 171,2500 24 16,00883

ANOVA Table Sum of Mean Squares df Square F Sig. Postest * Between (Combined) 5810,500 20 290,525 10,376 ,039 Pretest Groups Linearity 160,10 4482,819 1 4482,819 ,001 1 Deviation from 1327,681 19 69,878 2,496 ,246 Linearity Within Groups 84,000 3 28,000

Total 5894,500 23

Measures of Association R R Squared Eta Eta Squared Postest * ,872 ,761 ,993 ,986 Pretest Based on the result of linearity test above, It is known that the

significance of deviation from linearity is 0.246> 0.05, it can be concluded

that there is a linear relationship between reading text and vocabulary size.

D. Testing Hypothesis using T test

Paired sample t test was used to determine whether there were

differences in the average of two samples in pairs. The two samples in

question are the same sample but have two data. Paired sample t test is

part of parametric statistics, therefore, as the rules in parametric statistics

research data must be normally distributed.

On the basis of decision making, if the value is Sig. (2-tailed)

<0.05, then there is a significant difference between the learning outcomes in the pretest and posttest data and if the Sig. (2-tailed)> 0.05, there was no significant difference between learning outcomes in the pretest and posttest data.

To measure the effect of 1 hour exposure to listening podcast and reading text on vocebulary size of l2 learners, SPSS 22.0 statistic program was conducted in this study.

Based on the SPSS 22.0, the result shown below:

1) Paired Sample T Test of Experiment Group

Paired Samples Statistics Std. Std. Error Mean N Deviation Mean Pair 1 Pretest 107,4000 20 55,72338 12,46013 Posttest 172,0000 20 13,86400 3,10008 from the output above, the results of summary descriptive statistics are shown from both the sample or pretest and posttest data.

Paired Samples Correlations Correlatio N n Sig. Pair 1 Pretest & 20 ,743 ,000 Posttest The second part of the output is the result of a correlation or relationship between the two data or variables namely pretest and posttest.

It is known that the significance value is 0,000. As the basis for decision making in the correlation test, because of the value of Sig. 0,000 <0,05, so

the indication is that there is a significant relationship between pretest and

posttest.

Paired Samples Test Paired Differences 95% Confidence Interval of the Std. Difference Deviatio Std. Error Sig. (2- Mean n Mean Lower Upper t df tailed) Pair Pretest – - - - 1 Posttest 64,600 46,35379 10,36502 86,294 42,9057 -6,232 19 ,000 00 24 6 It is known that the value of Sig. (2-tailed) of 0,000 <0,05, it can be

concluded that there are significant differences between the results of the

pretest and posttest.

2) Paired Sample T Test of Control Group

Paired Samples Statistics Std. Std. Error Mean N Deviation Mean Pair 1 Pretest 155,6667 24 21,62259 4,41369 Posttest 171,2500 24 16,00883 3,26779 from the output above, the results of summary descriptive statistics

are shown from both the sample or pretest and posttest data.

Paired Samples Correlations Correlatio N n Sig. Pair 1 Pretest & 24 ,872 ,000 Posttest

The second part of the output is the result of a correlation or

relationship between the two data or variables namely pretest and posttest.

It is known that the significance value is 0,000. As the basis for decision

making in the correlation test, because of the value of Sig. 0,000 <0,05, so

the indication is that there is a significant relationship between pretest and

posttest.

Paired Samples Test Sig. (2- Paired Differences tailed) 95% Confidence Std. Std. Interval of the Deviatio Error Difference Mean n Mean Lower Upper t df Pair Pretest – - 10,9580 - - - 1 Posttest 15,583 2,23681 23 ,000 9 20,21053 10,95614 6,967 33 It is known that the value of Sig. (2-tailed) of 0,000 <0,05, it can be

concluded that there are significant differences between the results of the

pretest and posttest.

1. Discussion

The result of analysis of experiment group showed that the value of

Sig. (2-tailed) of 0,000 <0,05, it can be concluded that there are significant

differences between the results of the pretest and posttest. And the result

of analysis of control group showed that the value of Sig. (2-tailed) of

0,000 <0,05 also, it can be concluded that there are significant differences

between the results of the pretest and posttest. It was shown that 1 hour

exposure to listening podcast gave significant effect to students‟ vocabulary size.

In teaching learning process, taught vocabulary by using podcast media was a tool used by the researcher to teach the students. Podcast media could make a good interaction between teacher and students. From the result of analysis, it could be seen from the score of students how the used of media gave positive effects for students vocabulary size. It meant media has important role in teaching learning process. It was answered the

Problem of the study which “Is there any significant effect of 1 hour exposure to listening podcast on vocabulary size in second semester of english study program IAIN Palangka Raya?”.

The results supported by theory (Chapter II Lara Ducate and Lara

Lumicka) about the reasons why teaching media could increase students‟ learning process.

The first reason was about the advantage of media in learning process, such as: teaching process will be more interesting; the materials clearly in meaning; the teaching method will be more variety, not only verbal communication by the teacher; students will do more learning activity, because not only listen the teacher‟s explanation but also other activity like observe, make something, demonstration, etc. From the data above, it can be known that taught by podcast media have better vocabulary size. The students more interested to receive vocabulary using podcast media. So, the researcher taught vocabulary size by using podcast

media was balanced with the theory in chapter II. The theory was support the use of podcast media in learning process and suitable with the condition of the second semester students.

The second reason was in teaching learning process, media was tool to help the teacher and the students to increase their learning activities. By using media, the teacher could make a good situation in learning process and very helpful to motivate the students in their learning activity and it also effective in teaching.

CHAPTER V

CLOSING

In this part, the researcher gave the conclusion and suggestion about the result of study. The conclusion of the study was to answer the problems of the research. The suggestions are expected to make better improvement and motivation for students, teacher and researcher related with 1 hour exposure to listening podcast.

A. Conclusion

Based on the calculation using Paired Sample T Test and mean

formula the result showed there was significant defferences of the effect of 1

hour exposure to listening podcast on vocabulary size in second semester of

English study program IAIN Palangka Raya. The result showed that tvalue was

lower than ttable ((0,000 <0,05)). It meant that with 1 hour exposure to listening

podcast is effective toward the students‟ vocabulary size l2 learners of the

second semester students at the English Education Study Program at IAIN

Palangka Raya.

B. Suggestion

According to the conclusion of the study result, the researcher would

like to propose some suggestions for the students, teachers or lecturers and

the future researchers as follow:

1. Students

The students should listen more audio podcast, not only non

authentic audio but also authentic audio to improve their knowledge or

ability. And they have to aware with unknown word not only focus on

important information, thus, they can look up the meaning which used

strategy of listening to guess it.

2. Teacher or Lecturers

The researcher recommended that lecturers can be able to use

audio podcast become additional listening material to support their

material. Considering of the study result, listening podcast showed

significant effect toward students‟ vocabulary size by the students.

3. Future Researchers

In this study, the researcher realized that design of the study was

very simple. There are still many weaknesses that could be seen.

Therefore, for further researchers; it is expected that the other researchers

can improve this study with better design and different object in order to

support the result finding. In other word, the other researcher can use this

study as the reference for conducting their research.

In addition, the researcher suggest to future researcher to make

deeper analysis about students‟ vocabulary size because in this study the

researcher only describe about the frequency of students‟ vocabulary size.

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